Friday Nov. 30

BR: Misplaced, Squinting and Dangling Modifiers Review

Directions: Rewrite the following sentences, avoiding misplaced, squinting or dangling modifiers.

1. The students packed donations of food and delivered them to the elderly who lived locally in hampers.
2. Convicted of murdering his wife, the judge sentenced him to life imprisonment.
3. Most accidents take place when tired.
4. When at university, my high marks in mathematics attracted the attention of my professor.
5. Previously viewed as an exploration of the unconscious, critics now also see Alice in Wonderland as social and political satire.
6. Standing at the hotel window, the yachts with their colourful spinnakers raced across the bay.
7. Vacations abroad are very inexpensive when working for a hotel chain.
8.  I saw descending a fire escape a policeman.
9. There was a discussion yesterday on the incidence of suicide among students in the Dean’s office.
10. He had almost lost all the buttons off his coat.

Agenda:

• Students will finish reading Act I of Macbeth.
•  Students will view video of Act I of Macbeth
• Students will answer discussion questions on page 456 in literature book regarding Act I.

Thurs. Nov. 29

BR: What is a paradox? List three examples of paradox from yesterday’s reading. Explain what each one means.

Agenda:

• Grammar: Dangling Modifers

 A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. A modifier describes, clarifies, or gives more detail about a concept.

 Having finished the assignment, Jill turned on the TV.

"Having finished" states an action but does not name the doer of that action. In English sentences, the doer must be the subject of the main clause that follows. In this sentence, it is Jill. She seems logically to be the one doing the action ("having finished"), and this sentence therefore does not have a dangling modifier.

The following sentence has an incorrect usage:

Having finished the assignment, the TV was turned on.

 Another example:
Dangling: Concerned about the rain, it was decided that the picnic should be canceled.
[Concerned about the rain has nothing to modify except the word it, which refers to no word in the sentence.]
Revised: Concerned about the rain, our club decided to call off the picnic.
[Now, Concerned about the rain clearly refers to club, a subject the reader can identify.]
  Directions: Each sentence contains a misplaced or dangling modifier. Rewrite each sentence correctly.

1. While riding my bike to the library, the dog began to bark.
2. She observed the monstrous skyscraper with binoculars.
3. Donna served hot dogs, fries, and potato salad to her guests on paper plates..
4. Did you see a guy cross the bridge with a beard?
5. The red sports car was reported stolen by the police officer.
6. While fixing my bicycle chain, the ice cream man drove by.
7. Buddy sat in the chair with a broken leg.
8. Sam played the "Star-Spangled Banner" to the audience on his saxophone.
9. Covered with dirt, I saw the farmer plowing his field on my bike.
10. While lacing my shoelaces, the cat yawned and settled into the chair.

• Macbeth: Students will continue reading Act I
• Individually students will answer discussion questions from Act I on page 456 in literature book

Wed. Nov. 28

BR: What learning ideas can we do a class to help you better understand Macbeth?

Agenda:

• Grammar: More Practice- Squinting Modifiers- Complete and turn in the exercises below:

Directions:  Rewrite each sentence, moving the misplaced modifier to its correct position.

• 1.  The bus station was located by a river which was made of red brick.
  
  2.  A fish was found in the Pacific Ocean that had been considered extinct.
  
  3.  The cowboy was thrown by the bull in a leather vest.
  
  4.  Sam asked me to go for a ride on the telephone.
  
  5.  She was making a sweater for her lover that was warm.
  
  6.  The results will only be known after all the votes have been counted.
  
  7.  The contractors needed all kinds of artists to paint the mural badly
  
  8.  The opera singer was upstaged by the mime with the robust voice.
  
  9. Left alone in the house, the thunderstorm terrified the two small children.
  
• Create a Character Chart for Macbeth - see yesterday's details on it
• Power Point - Students will take notes on important facts concerning Shakespeare, the Renaissance, Globe Theater, and the Curse
• Macbeth Act 1 - Students will begin reading Act 1 of Macbeth, using the active

Tues. Nov. 27

BR: Page 438 “Quick Write”

Agenda:

• Grammar: Chap.10: Squinting Modifers pages 186-187
• Students will copy the Macbeth literary elements and definitions seen on blog/board.

 Macbeth Literary Terms

1. Equivocation – an expression or statement that is vague and deliberately misleading
2. Antithesis – the use of words or phrases that contrast with each other to create a balanced effect
3. Paradox – a statement, proposition, or situation that seems to be absurd or contradictory, but in fact is or may be true
4. Soliloquy – the act of speaking alone, often used as a theatrical device that allows a character’s thoughts and ideas to be conveyed to the audience
5. Incantation – ritual chanting or use of “magic words”
6. Allusion – a suggested link in the text to something outside of the text, usually a historical person, historical event, or literary figure
7. Dramatis Personae – list of characters in a play
8. Tragic Flaw – a character flaw that causes the downfall of the protagonist in a tragedy
9. Aside – a remark made by an actor, usually to the audience, that the other characters on stage supposedly cannot hear
10. Comic Relief - a comic scene or passage inserted into a serious work, used to provide relief from tension, or the further heightening of tension
11. Tragedy - a serious play with a tragic theme, often involves a heroic struggle and the downfall of a major character
12. Bank Verse – un-rhymed poetry that has a regular rhythm and line length (especially iambic pentameter
13. Iambic Pentameter – the most common rhythm in English poetry, has five iambs (one unstressed syllable followed by astressed syllable) in each line (ten syllables following the da DUM pattern)
14. Monologue – a long speech spoken by a character in the presence of others

• Students will create a character chart for an active reading guide.Open to Macbeth, the play, in your textbook. Locate characters in the text. Create a chart including their name, their role, quote, character at beginning of play, character at end of play.
• Teacher will review with students the Renaissance and Shakespeare from yesterday’s findings.
• Students will begin reading Act I of Macbeth

Mon. Nov. 26

BR:

Define the word renaissance.

Answer the following questions honestly:

• What do you know about William Shakespeare? Macbeth?
• Why are students struck with fear when they hear the name "Shakespeare"?

BR:

• Grammar: Chap.10: Misplaced Modifiers.Students will complete pages 184-185
  
• Introduction to the Renaissance period: Students will read pages 274-290 in pairs. Answer the three guiding questions on page 274 in the section "Think About It."
• In the computer lab: Research the background of Macbeth. Be sure you answer the following: Why was Macbeth written? What are major themes of the play? Who was it written for? How was it performed? List one interesting fact you did not know about William Shakespeare. Post your well-developed paragraph in the comment section of this blog.

Friday, Nov. 16

BR: Look at your note cards. Choose a note that you will use in your paper. At the end of your note, provide the in-text citation (In other words, give credit to the source.)

Refer to page 8 of your research packet.

Agenda:

• Components of the body paragraphs: Teacher will review students on the components of the body paragraphs and provide examples.
• In text citations: Teacher will review with students MLA format concerning in text citations, title, heading, etc. Teacher will show examples of each. Students will take notes.

• Library: Students will continue writing the research paper.

Thursday Nov. 15

BR:

What is your working thesis statement? Exchange with person behind you and edit.

 Agenda:

• Introduction Paragraph of Research Paper: Students will be reviewed on introduction paragraph and will refer to previous notes regarding the components.

Write down the following components of the introduction: Fill out as much as possible.

• Hook- What are some ideas for a hook?
• Explanation of hook:
• Background: build background for reader. How will you choose to build the background? Definition of key term? History of subject?
• Thesis Statement:

 Library: Your main objective is to write your outline and thesis. This is due tomorrow for 50 points. Once, you are through with the outline, write your introduction.

******Due Friday, Nov. 16: Thesis and Outline

Tues. Nov. 13

BR:




Thesis Brainstorm: What is the main idea of your paper? What are the strands/points? What are the most important elements of a thesis statement?

Refer to your notes regarding the thesis statement. Begin constructing your own.


Agenda:

• Teacher will review the Research Paper packet regarding the thesis statement and outline.
• Class Share: Students will share with class their working thesis statements. Teacher and class will constructively critique thesis statements offering suggestions and feedback.
• Library: Students will continue researching and taking notes on topic. 

**** Note cards are due tomorrow at end of class.

Friday Nov. 9

BR:

Locate your sources on your phone. What direct quote will you use in your paper? Write it down. Explain why you have chosen to directly quote it in your paper.

How will you introduce the quote?

Agenda:

• Direct Quotes: Teacher will review with students how to introduce quotes in their paper. Students will be given examples of how to do this.
• Class Share: Students will practice with their own research and quotes the introduction. Students must be prepared to share with class. 
• Research: Students will continue research, completing the working bibliography, and taking notes on each source.

*** Working bibliography is due today at end of class.

Thurs. Nov. 8

BR:

Access one of your sources on your phone. On your index card, take notes on your source. Paraphrase the text. Do not copy word for word but use your own words.

Agenda:

• Teacher will review with students note taking for the research paper emphasizing paraphrasing and summarizing.
• Class Share: Students will share their BR with class. Students will learn from one another, and class will constructively critique the student examples.
• Library: Students will continue working on Working Bibliography and begin taking notes on research.

Due: Nov. 9 - Working Bibliography (8 Sources Total)

Wed. Nov. 7

BR:

Get out your list of sources you looked up yesterday. On your 4x6 index card, write one of your sources in MLA format.

This should be review. If you need a reference, see pages 3-4 in your research packet. You may also use your phone to look up MLA formatting of a particular source.

Agenda:

• Credible Sources- Teacher will review with students what type of sources are credible for the research paper.
• Yesterday, you had ample time to research and find sources. Now determine if they are credible and if you will use them. If so, write each source in MLA format on a separate note card. Number each one at the right corner.
• Working Bibliography- Teacher will instruct students on how to begin the working bibliography. Index cards will be used today to write resources. As you are finding sources, you are also taking notes on information you want to use in your paper. Your notes are also on the index cards. You should focus on notes tomorrow and Friday. Today is a focus of resources and writing them correctly on cards.

 Due Dates for Research Paper

• Nov.7 - Topic (at end of class) and 4x6 index cards
• Nov. 9- Working Bibliography (at end of class)
• Nov. 13- Note Cards
• Nov. 19- Rough draft - Peer edit

* All dates are subject to change.

Tues. Nov. 6

Bell Ringer: When researching the topic for your paper, do you think every source is created equal? What makes for a credible source? (Turn into tray).

Agenda:

• Grammar Test
•  After test, think of two broad topics you are interested in. Narrow each broad idea to a specific topic. You must turn in your brainstorm. See page 2 of Research Process packet for how to brainstorm.
• Research: In library, research both topics. Make a list of sources for each topic. You must research at least five sites for each topic. Write down the URL for each and turn in. There should be 10 websites in all.
  
  
  **** Topics are due at the end of the block tomorrow.

Mon. Nov. 5

BR: How do you typically go about choosing a topic for a paper?

 Agenda:

• Grammar Review: Teacher will go over grammar review packet with students. Test tomorrow.
• Student Presentations – Students will present their Canterbury Tale slide show presentations to class.
• Research Paper: Teacher will present the research paper packet. The topic of the paper will be the first of discussion along with the major components.
• Students will go to library and research topics.

Due Dates:

Nov. 7- Students will need to bring 4x6 index cards

Nov. 7- topic due

Thurs. Nov.1

BR:

• Pick up grammar review on desk and begin working on it. Due on Monday.

Agenda:

• Continue working on grammar review. Due on Monday.
• As a class, we will go over Wife of Bath's Tale.
• Canterbury Tale Review: Students will particpate in a jeopardy game to review for the test tomorrow.
• Library: Students will continue working on Canterbury Tale project.